1.

OUTCOME-BASED EDUCATION

Outcome-based Education is educational approach that merely focused on outcomes. It gives emphasis on
what the students should attain or learn at the end of the course. It is a nice approach for it is a learner-
centered. Outcome-based education also emphasizes to student's future role such as being productive
worker or a responsible citizen. It also focuses on subject that is needed to be learned by students. It
includes strategies and method that are needed to attain the desired goal. It helps students to develop the
knowledge and skills that will enable them to achieve the articulated intended outcome. Good thing about
this curriculum is that, it gives importance and concern to student's future life role. It don't just focus to what
students must learn or attain it is also concern with the future of the students.

                        The new curriculum that is being implemented by the Department of Education which is the K
to 12 focuses on skills and knowledge which the students should learn and acquaint at the end of the school
year. Since that Outcome-based Education has a lot of benefits, this is applicable in imparting knowledge to
students. It wasn't just use to deliver ideas and knowledge; it is also concern with how the students apply
their learning. As a student it is somewhat relevant to think of something or to come-up with a method of
learning wherein it can be use in school purposes and future needs. Thinking with the end in mind wherein
we are looking forward right away to the things that are necessary and are needed to attain and to achieve.
As a future teacher it is required to us to think of something that has a significant value to learners or to the
things that they need to learn. By that, Outcome-based education is needed to be applied in schools and
universities to attain good quality students that would help to change the world. I will follow the right and
correct curriculum that is appropriate to my students. Working and having this approach means achieving
and attaining positive outcome for learners beneficial. 

Reflection
            OBE is the clarity of the lesson which the teacher should possess. I’ve learned that Outcomes-Based
Education focusing and organizing everything in an educational system around what is essential for all
students to be able to do successfully at the end of their learning experiences. This means starting with a
clear picture of what is important for students to be able to do, then organizing the curriculum, instruction and
assessment to make sure this learning ultimately happens (Spady, 1994).  I’ve also learned that OBE assess
the student’s growth and competency in relation to these outcomes.
OBE moves from subject-specific outcomes and cross discipline outcomes to long-term, cross-
curricular outcomes that are directly related to students’ future life roles. Performance assessment bring
testing methods more in line with instruction. assessment should approximate closely what it is students
should know and be able to do. OBE emphasizes the performance assessment it should assess higher level
cognitive skills rather than narrow and lower level discreet skills. Direct measures of skills of interest.
Learning OBE is enhancing every teacher/students to think critically, and perform due to their capacity. OBE
enhances the curriculum it serves as the guide to every teacher, it is an education that is anchored and focus
on outcomes.
This lesson, gives us an overview about on how to deal with the Curriculums goals and aims, I also
learned that in OBE it helps you to decides on what are your strategies and methodologies in order to
achieve that possible outcome.
We can apply Outcomes-Based Education (OBE) trough teaching in different curriculum, it can help
us future teacher to achieve our goals, aims and objectives. We can apply OBE to real life situation that can
help us enhanced our learning process.  We can now appertain Outcomes-based Education in the process
of designing programme curriculum, the outcomes of the learning are emphasized and pre- determined.
OBE is expected from the learning after the students have graduated in order to equip them with the
necessary skills and capabilities before they enter the work place. Then go backward with: curriculum
design, programme outcomes and course outcomes, development of instructions, delivery modes
appropriate assessments methodologies.
Learning and applying OBE enrich our capabilities to attain our goals and aims. I learned that OBE is
one factor that support every curriculum to be implemented to obtain the main objectives. Applying it, refers
to the real world scenario, it serves as the backbone of our objectives to achieve our goal.

2. CONCEPTUAL FRAMEWORK

The K to 12 program, accordingly, focuses on the holistic development of the learners, focusing
on communicative competence and multi-literacies, ethical and moral development of students, decision-
making and critical thinking, creativity, and global and international orientedness.

3. LOCALIZATION AND CONTEXTUALIZATION

The concept of localization and contextualization falls on the idea that students learned best when
experienced in the classroom have meanings and relevance in their lives. Things students do and
associat ed with them are the learning that lasts forever
 3. Using differentiated instruction allows the teacher to meet the educational needs of all students in the classroom.
Also, differentiated instruction challenges the teacher to make better decisions regarding the various needs of the
students. If more training in differentiated instructionis provided to teachers, then awareness can be more in-tune with
the needs of students. The worth and value of utilizing differentiated instruction can only be appreciated if teachers
believe and have confidence in the process.ApplicationWatts-Taffe et al.’s (2012) article showed two positive examples
of how differentiated instruction can create a positive learning environment for students. It is the responsibility of
teachers to monitor and observe the classroom while looking for those who may need more personal attention.
There are only so many hours in the school day, but focused and personal attention, even in small amounts frequently
throughout the day, can make a big difference in the academic success of a student. “Start children off on the way they
should go, and even when theyare old, they will not turn from it” (Proverbs 22:6, NIV). Differentiated instruction
allows teachers to better educate students with all learning styles, and to make more informed decisions regarding
how to meet the educational needs of students in the classroom.

Differentiation means different. It means different than every other human being. It means, “I’m unique and so are
you.” And, it means that, literally, we’ve been different places, we know different things, we’ve read different books,
and we’ve listened to different music. More importantly, we think different thoughts, make different connections, and
generally, have a unique uniqueness that no one else on the face of this earth has.
That’s pretty amazing when you think about it, because it means each one of us is remarkable, each in our own way.
But it also means that teachers have a daunting task as they try to make instructional connections to the many different
brains in their classrooms. That is why differentiation is necessary. As teachers reach out to find that special entry way
into the learning scenario for every learner, it gets quite complicated:

1. Different brains lead to different learners.

2. Different learners result in different learning styles.
3. Different learning styles require different teaching methods.
4. Different teaching methods require different assessment.

Yet, deepening differentiation techniques in the instructional domain of the classroom can be accomplished quite
readily through the use of metacognitive strategies that personalize learning, unlearning, and relearning.
Interestingly, these reflective techniques include:

 actionable feedback from the teacher for students to consider and ‘do the redo’
 journaling to ink their thinking
 peer dialogues to speak with their inner voice
 learning logs to log their thoughts
 thinking maps to illustrate the connections they see and
 texting buddies to communicate in their own words for others to read

Through varied output stations, students reap the benefits of their personally customized thoughts, words and deeds for
others to ponder.
Whenever time can be carved out for students to think about their thinking, to learn about how they learn, and to reflect
on their process as well as the product of their learning, they are ahead of the game. Reflection is powerful. It anchors
the learning with personal connectivity in the brain/mind and solidifies the concepts, skills and attitudes being practiced.
Learning, is indeed, already individualized by the schema of brain, as each brain searches for patterns that fit with the
incoming data. Thus, very different connections are made within each student’s mind. Fortunately, these very personal
matchups are often revealed as students talk, write, or sketch their conceptions of the ideas under discussion.
In fact, by examining the evidence of student learning, teachers are able to note the many interesting and sometimes
unusual connections that students are making. In turn, teachers can provide relevant, personalized, and actionable
feedback that helps move the each learner along his/her path to deeper understanding. In addition, this natural
personalization that occurs as students are constantly demonstrating different interpretations, sets the scene for the
teacher to employ the traditional differentiation principles of change, challenge, and choice.
Research seems to support these subtle, but sophisticated responses teachers invoke as they glean information about the
individual and try to build on what they have learned. This attention to personalization as a differentiation strategy
aligns to recent updates to Hattie’s (2012) work. It highlights simple, high impact instructional tools that differentiate
instruction for individuals, and at the same time provide thought-provoking moments in each student’s day to gain a
deeper understanding of the target learning. These are high impact and low cost strategies. They are about teacher
expertise and what the teacher actually does in the classroom of foster the learning potential of each youngster. The
first, mentioned previously, is teacher feedback, the second is metacognitive self-reflection, and the third, peer
tutoring. Fortunately, all three of these are embedded in the metacognitive skill set for the reflective thinking that is
needed for student problem-solving and student mindfulness necessary for decision-making.
With the conventional knowledge of an expert teacher on the power of reflective thinking and the research findings that
support the metacognition skill set, it behooves us as educational leaders to honor and nurture that unique uniqueness of
our students.
For the students who come our way, we can foster personalized learning through meaningful feedback, the
metacognitive skill set of reflective questioning, and the back-and-forth dialogue of peer tutoring. For a more in-depth
look at differentiated instruction, you can read Supporting Differentiated  Instruction.
With that said, it seems appropriate to close with a practical piece that can be tried immediately. Here are five little
questions, perfectly suited to spark reflective thinking and a sense of student agency and control over their own
learning. The questions, framed in a book, by James Ryan, 2017, titled, Wait, What? And Life’s Other Essential
Questions  are:

1. Wait, What?  
2. I wonder…?  
3. Couldn’t we at least…?
4. How can I help?
5. What truly matters?

These offer five tiny tidbits to encourage questions that are metacognitive, reflective, and compelling. Enjoy!

5. BARRIERS TO LISTENING

Few of us want to admit it but all teachers have had problems at one time or another listening to their
students. There are many reasons for this but in this post we will look at the following barriers to listening
that teachers may face.

1. Inability to focus
2. Difference in speaking and listening speed
3. Willingness
4. Detours
5. Noise
6. Debate

Sometimes a teacher or even a student may not be able to focus on the discussion or conversation. This
could be due to a lack of motivation or desire to pay attention. Listening can be taxing mental work.
Therefore, the teacher must be engaged and have some desire to try to understand what is happening.

Differences in the Speed of Speaking and Listening

We speak much slower than we think. Some have put the estimate that we speak at 1/4 the speed at which
we can think. What this means is that if you can think 100 words per minute you can speak at only 25 words
per minute. With thinking being 4 times faster than speaking this leaves a lot of mental energy lying around
unused which can lead to daydreaming.

This difference can lead to impatience and to anticipation of what the person is going to say. Neither of these
are beneficial because they discourage listening.

Willingness

There are times, rightfully so, that a teacher does not want to listen. This can be when a student is not
cooperating or giving an unjustified excuse for their actions. The main point here is that a teacher needs to
be aware of their unwillingness to listen. Is it justified or is it unjustified? This is the question to ask.
Detours

Detours happen when we respond to a specific point or comment by the student which changes the subject.
This barrier is tricking because what is happening is that you are actually paying attention but allow the
conversation to wander from the original purpose. Wandering conversation is natural and often happens
when we are enjoying the talk.

Preventing this requires mental discipline to stay on topic and to not what you are listening for. This is not
easy but is necessary at times.

Noise

Noise can be external or internal. External noise is factors beyond our control. For example, if there is a lot of
noise in the classroom it may be hard to hear a student speak. A soft-spoken student in a loud place is
frustrating to try and listen to even when there is a willingness to do so.

Internal noise has to do with what is happening inside your own mind If you are tired, sick, or feeling rush
due to a lack of time, these can all affect your ability to listening to others.

Debate

Sometimes we listen until we want to jump in and try to defend a point are disagree with something. This is
not so much as listening as it is hunting and waiting to pounce and the slightest misstep of logic from the
person we are supposed to listen to.

It is critical to show restraint and focus on allowing the other side to be heard rather than interrupted by you.

Conclusion

We often view teachers as communicators. However, half the job of a communicator is to listen. At times,
due to the position and the need to be the talker a teacher may neglect the need to be a listener. The
barriers explained here should help teachers to be aware of why they may neglect to do this.

we’ll teach you why and how to teach your students how to listen—as well as all about active listening, a
strategy you can use to help students focus on and understand your lessons more effectively.

What’s the Difference Between Active and Passive Listening?

Before diving into why it’s important to teach effective listening skills, let’s go over what exactly that looks
like. One great way to think of positive versus negative listening skills is through the example of active and
passive listening.

Active listening, loosely defined, is paying attention to a speaker and listening to understand, not to respond.
[8] It also includes complete focus on the speaker with minimal distractions out of respect and an intent to
learn. In school, one example of active listening would be a student waiting their turn and considering what
their peers have to say before stating their opinion in a classroom discussion.

Passive listening, however, is like listening while multitasking.[9] A passive listener might pay attention to a
speaker with the sole intent to respond or place some of their attention in another task. A classroom example
of passive listening? Students who text during class, interrupt other classmates to voice their opinion, or do
homework during lecture or story time may be passive listeners.

Strategies that encourage active listening and limit its passive counterpart as much as possible are important
ways to help students perform well in class.

The Benefits of Teaching Students How to Listen

Why teach students tips and tricks that lead to active listening? The answer may seem obvious, but helping
students learn to listen can give them advantages you might not expect. For example, students with strong
listening skills don’t just retain more information, but they are also less likely to feel unprepared and
frustrated in class.[11,12 ] Additionally, improved listening skills can lead to improved self-efficacy, or a
student’s belief that they can succeed in class.[4] This means that students who develop better listening
skills are more likely to feel confident, comfortable, and prepared to succeed in school.
Learning how to listen can also teach students how to communicate their ideas.[14] This is because students
who listen pick up more knowledge to reflect on and think critically about before they respond. Plus, for dual
language learners in your class, learning how to listen can help students pick up their second language
faster.[6]

The importance of active listening also branches into social-emotional development. Active listening
promotes mindful thinking, which can reduce anxiety and depression in students.[1] It can also help students
build relationships because as they engage themselves in conversation, their peers are more likely to view
them as open and interested.[8] And finally, practicing active listening can promote empathy—a skill that can
enrich a student’s life both in and outside of the classroom.

So, in review: teaching students listening skills leads to lasting advantages in a student’s academic career
and beyond, including:

 Greater ability to communicate

 Faster second language acquisition
 Lower levels of frustration, anxiety, and depression
 Improved relationship skills
 Stronger sense of empathy

How to Help Students Develop Stronger Active Listening Skills

On average, people listen at about 25% of their potential.[13] And in the classroom, teachers often
understand that listening is an important skill to have but rarely teach it.[2] Clearly, teaching students how to
be active listener should be a part of your class curriculum.[5]

Active listening is easiest when there are fewer distractions.[10] Try to limit the number of distracting
decorations in your classroom, such as too many posters or large, very bright items. This will not only be
helpful for your classroom as a whole but also students with disorders that act as a barrier to active listening
and focus, like attention-deficit hyperactivity disorder (ADHD).

If you have students who struggle to listen in class, multisensory curriculum can be helpful.[15] Multisensory
learning involves any activity that engages two or more of the senses (such as sight, hearing, or smell). You
could, for example, sing a song to teach students the names of the solar system planets or have students
draw a scene from a book as you read it in class.[3] As you engage several of your students’ senses, they
will be better able to listen and comprehend class materials.

Because students are often ready to listen during story time, this can be an excellent opportunity to teach
active listening. Read one of these picture or chapter books that teaches the importance of listening as a
class, then talk with your students about what they learned:

And finally, lead by example. Provide students with an opportunity to model active listening skills by holding
regular classroom meetings.[7] The subject of these meetings (anything from class policies to recent
academic topics) doesn’t matter so much as the structure. Remind students to practice their active listening
skills and focus less on making their opinion heard but listening and responding to their classmates’ ideas.

6 Engaging Activities That Teach Students Active Listening

Teaching students how to listen is critical for their academic futures, but with the right mindset, it can be fun,
too! Use these six active listening activities for kids to teach them how to focus on and understand
information in class:

 Mindful Listening Meditation: This meditation teaches students how to tune out their thoughts and
tune into the sounds surrounding them, a strategy that directly connects to active listening.
 String Telephone Project: A listening activity with a STEM component! Build these string telephones
as a class and discuss how sounds travel.
 Listening with Openness Group Activity: This group activity can teach students how to take turns and
listen during a classroom discussion.
 Simon Says: Did you know that this classic game can help students learn to listen? Try any of the
ten variations included in this resource, then have a discussion on listening to and following
directions.
 Outdoor Sound Scavenger Hunt: Head outdoors for this active listening game as students identify
and find different sounds around your school.
 Active Listening Conversation Partners: Pair up your older students and have them practice active
listening skills with their conversation partner for a few minutes at a time.
 6.INDIVIDUAL DIFFERENCES

It is important for teachers to know variables such as physical characteristics, intelligence,

perception, gender, ability, learning styles, which are individual differences of the learners. An
effective and productive learning-teaching process can be planned by considering these
individual differences of the students. Since the learners' own learning speeds and interests
vary, these characteristics should be taken into consideration by the teacher. The aim of this
research is to determine how science teachers are bringing out the individual differences of
students during the learning-teaching process. Qualitative research method is used in this
research and case is designed according to phenomenology. According to research findings,
half of interviewed science teachers stated that individual differences are important for
determining the learning styles of students. Again, half of the teachers emphasized that
students identify their individual differences with the help of tests, homeworks and activities
during the teaching and learning process. Teachers also stated that in order to design the
learning-teaching process appropriate to the individual differences of the learners, the learners
would make active participation in the lesson and the individual differences could be supported
by increasing the experiment and school trips.

Individual differences is the uneven rate of development and improvement among people, it is in fact a foundation

branch of knowledge in modern day psychology. It is that branch of psychology that is referred to as the psychology of

the person, this is so because this type of psychology differentiate amongst individuals and their similarities.

The basic truth is that no two people are precisely similar. All individuals existing today differs from each other,

whether they are conceived of same parents. Even identical twins are not alike. The special qualities and characteristics

of an individual emerges from childhood stage thereby passing from one stage to another. The rate of development is

never the same for all people, while some develop and learn quicker than the others, others does same at slower pace.

Individual thinking, feeling and conduct differs.

EDUCATIONAL IMPLICATION OF INDIVIDUAL DIFFERENCES:

It isn't right to expect success at the same rate in a field from a particular group of students. On the account of

knowledge, absence of appropriate interest and disposition, a few students will lag behind in one or two areas of

accomplishment.

A teacher ought to be sensitive to individual differences.

Techniques used for educating ought to be connected with individual differences putting into thought the distinctive

abilities and qualities of individuals.

Different method of teaching ought to be adopted by a teacher considering the individual distinction as related to

interest and need.

Class room teachers should utilize certain specific teaching aids which will attract the attention of the students so that

learning will be less demanding and quicker.

Some co-curricular exercises for example, Drama, music, artistic exercises ought to be appointed to students according

to their interest.
Different method of teaching such as playing method, project method, story telling method are to be utilized to find

how extraordinary children react to a task or problem.

Sitting arrangement in class should be done by the teacher in such a way that the brilliant ones ought to sit at the back

while the less brilliant ones should sit in front for proper monitoring, the short ones should sit in front while the taller

ones ought to sit at the back.

A teacher's task is to acknowledge and celebrate the differences among children and work to maximize the growth in

each child.

Reflection Paper No. 12 Individual Differences

          Individual differences are necessary in planning for effective instruction. There 3 factors considered
that bring the student diversity are 1. Socio-economic status, 2. Learning style 3. Exceptionalities. Socio is
refers to status of every families in the society where they live while economic refers to money or income of
every families. We are always says that education is the key to alleviate poverty. The learning process of a
child lays the economics status of the families...e.g.: children from informal settler differs their learning styles,
choosing schools, their lifestyle, their foods etc. this also affects the social interaction in classroom or the
school campus. But those families living in the middle class and elite families have different lifestyle
comparing those have less in resources. It also affects the learning capabilities of the children.
          I realize that there are many strategies on how to level up the cognitive development of children while
engaging different status of the community. Children can be more socially relates if we explain to the pupils
that they are the same and equally treats even they have different status in life. The important is they
understand each other by explaining well. There are also advantages for the pupils to emerge their learning
styles so that they will know some negative & positive outlook in life.
          If I will be a classroom adviser someday I’ll see to it that my pupils will not be deprived their rights
being a children in terms of socio-economic status because is not hindrance to the individual to interact
socially. Learning must be achieved without prejudice.  I assure that there is harmony, understanding and
open communications both parents and teachers in terms of their needs and supports. 

7. What is critical thinking?

Before we look more deeply, it seems helpful to define critical thinking. However, as an abstract concept
that’s been discussed since the times of early Greek philosophy, it is notoriously hard to pin down an agreed
definition.

There are elements that experts agree are essential for critical thinking, such as being able to think
independently, clearly and rationally. It involves the ability to reflect on an idea or problem, apply reason, and
make logical connections between ideas.  

Life skills website Skills You Need point out that critical thinking “is about being an active learner rather than a
passive recipient of information.”

“Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value,” they
write. “They will always seek to determine whether the ideas, arguments and findings represent the entire
picture and are open to finding that they do not.”

For example, a high schooler may see a news item about climate change. They can apply critical thinking
skills to reflect on the different arguments, learn more about the topic and come to a reasoned conclusion.

Skills You Need add that critical thinking has a goal – to arrive at the best possible solution in given
circumstances. It is a “way of thinking about particular things at a particular time; it is not the accumulation of
facts and knowledge or something that you can learn once and then use in that form forever, such as the
nine times table.”
 As an example, your student might see a social media post spreading rumours about someone they know.
They can use critical thinking skills to evaluate the accuracy (or otherwise) of this specific information, at this
time.

Skills You Need note that someone with critical thinking skills can:

 understand links between ideas

 determine the importance and relevance of arguments and ideas

 recognise, build and appraise arguments

 identify inconsistencies and errors in reasoning

 approach problems consistently and systematically

 reflect on the justification of their own assumptions, beliefs and values.

Perhaps more important is the question of why critical thinking skills are so vital. There are various reasons:

 Studies indicate that critical thinking skills are among the most highly valued attributes that employers seek in
job candidates. They want staff who can solve problems, make decisions and take appropriate action. In an Australian
context, a 2015 report indicated that demand for critical thinking skills in new graduates rose 158 percent over three
years.
 Research also indicates that critical thinkers experience fewer negative life events, such as racking up credit
card debt or getting arrested for drink driving.

 In our increasingly secular society, young people are exposed to a plethora of ideas that counter the truths of
the Bible. They need critical thinking skills to discern falsehood and make reasoned arguments for their faith (2 Cor
10:5).

 God instructs us to be intentional about our thoughts, by renewing our minds for example (Rom 12:2), and to
cultivate wisdom (Prov 4:6-7).

Is critical thinking crucial to problem-solving and decision making?

As I’ve discussed, critical thinking is about more than acquiring knowledge. Furthermore, it is not like
daydreaming or intuitive thought, where ideas or solutions seem to pop into our minds, sometimes when
we’re thinking about other things.

Critical thinking is inextricably connected to both problem solving and decision making. It always has a goal –
usually, to solve a problem or come to a decision! For example, students might apply critical thinking in their
science lesson to work out the best way to approach their group project. They make decisions such as who
will complete each task, in what time frame. They solve problems like how and where they will meet outside
of school hours to work together. These might sound like small steps, but they pave the way for making
bigger decisions and solving the larger problems they’ll encounter in the future.

We use critical thinking skills for problem solving every day almost from infancy – to solve puzzles, for
example, and work out how to stack blocks into a tower. Early decision-making tasks requiring critical
thinking include choosing to wear warm clothes when it’s cold (rather than fighting to stay in swimmers year-
round) or not to hit out when we’re provoked. Critical thinking enables us to make wise, rational decisions
rather than reactive ones.

As Wabisabi Learning point out, critical thinkers tend to be instinctual problem-solvers. “The children of today
are the leaders of tomorrow, and will face complex challenges using critical thinking capacity to engineer
imaginative solutions,” they write. “One of history’s most prolific critical thinkers, Albert Einstein, once said:
‘It’s not that I’m so smart; it’s just that I stay with problems longer.’ It’s also worth noting this is the same guy
who said that, when given an hour to solve a problem, he’d likely spend 5 minutes on the solution and the
other 55 minutes defining and researching the problem. This kind of patience and commitment to truly
understanding a problem is a mark of the true critical thinker.”

Why Teach Critical Thinking?

Oliver & Utermohlen (1995) see students as too often being passive receptors of information. Through
technology, the amount of information available today is massive. This information explosion is likely to
continue in the future. Students need a guide to weed through the information and not just passively accept
it. Students need to "develop and effectively apply critical thinking skills to their academic studies, to the
complex problems that they will face, and to the critical choices they will be forced to make as a result of the
information explosion and other rapid technological changes" (Oliver & Utermohlen, p. 1 ).

As mentioned in the section, Characteristics of Critical Thinking , critical thinking involves questioning. It is
important to teach students how to ask good questions, to think critically, in order to continue the
advancement of the very fields we are teaching. "Every field stays alive only to the extent that fresh
questions are generated and taken seriously" (Center for Critical Thinking, 1996a ).

Beyer sees the teaching of critical thinking as important to the very state of our nation. He argues that to live
successfully in a democracy, people must be able to think critically in order to make sound decisions about
personal and civic affairs. If students learn to think critically, then they can use good thinking as the guide by
which they live their lives.

Teaching Strategies to Help Promote Critical Thinking

The 1995, Volume 22, issue 1, of the journal, Teaching of Psychology , is devoted to the teaching critical
thinking. Most of the strategies included in this section come from the various articles that compose this
issue.



 CATS (Classroom Assessment Techniques): Angelo stresses the use of ongoing
classroom assessment as a way to monitor and facilitate students' critical thinking. An example of a
CAT is to ask students to write a "Minute Paper" responding to questions such as "What was the
most important thing you learned in today's class? What question related to this session remains
uppermost in your mind?" The teacher selects some of the papers and prepares responses for the
next class meeting.
 Cooperative Learning Strategies: Cooper (1995) argues that putting students in
group learning situations is the best way to foster critical thinking. "In properly structured cooperative
learning environments, students perform more of the active, critical thinking with continuous support
and feedback from other students and the teacher" (p. 8).
 Case Study /Discussion Method: McDade (1995) describes this method as the
teacher presenting a case (or story) to the class without a conclusion. Using prepared questions, the
teacher then leads students through a discussion, allowing students to construct a conclusion for the
case.
 Using Questions: King (1995) identifies ways of using questions in the classroom:
 Reciprocal Peer Questioning: Following lecture, the teacher displays a list of
question stems (such as, "What are the strengths and weaknesses of...). Students must write
questions about the lecture material. In small groups, the students ask each other the questions.
Then, the whole class discusses some of the questions from each small group.
 Reader's Questions: Require students to write questions on assigned reading and
turn them in at the beginning of class. Select a few of the questions as the impetus for class
discussion.
 Conference Style Learning: The teacher does not "teach" the class in the sense of
lecturing. The teacher is a facilitator of a conference. Students must thoroughly read all required
material before class. Assigned readings should be in the zone of proximal development. That is,
readings should be able to be understood by students, but also challenging. The class consists of
the students asking questions of each other and discussing these questions. The teacher does not
remain passive, but rather, helps "direct and mold discussions by posing strategic questions and
helping students build on each others' ideas" (Underwood & Wald, 1995, p. 18 ).
 Use Writing Assignments: Wade sees the use of writing as fundamental to
developing critical thinking skills. "With written assignments, an instructor can encourage the
development of dialectic reasoning by requiring students to argue both [or more] sides of an issue"
(p. 24).
  Dialogues: Robertson and Rane-Szostak (1996) identify two methods of stimulating
useful discussions in the classroom:
 Written dialogues: Give students written dialogues to analyze. In small
groups, students must identify the different viewpoints of each participant in the dialogue. Must look
for biases, presence or exclusion of important evidence, alternative interpretations, misstatement of
facts, and errors in reasoning. Each group must decide which view is the most reasonable. After
coming to a conclusion, each group acts out their dialogue and explains their analysis of it.
 Spontaneous Group Dialogue: One group of students are assigned roles to
play in a discussion (such as leader, information giver, opinion seeker, and disagreer). Four observer
groups are formed with the functions of determining what roles are being played by whom,
identifying biases and errors in thinking, evaluating reasoning skills, and examining ethical
implications of the content.
 Ambiguity: Strohm & Baukus advocate producing much ambiguity in the classroom.
Don't give students clear cut material. Give them conflicting information that they must think their
way through.

8. THE ARTS OF QUESTIONONG

All teaching and learning lies in the art of questioning. Questioning which is the basis of teaching
task encourages recalling , deepens the learning process and comprehension , promotes the
imagination and problem-solving , satisfies the sense of curiosity , and increases the creativity .

Our educational systems have been constructed entirely around the goal of providing the correct answer to a
question provided by an instructor or handed out on a standardized exam.  This system provides a form of
valid comparison for the results of a group of students, and it provides a foundation of shared information
amongst those who have followed a course of study.  Unfortunately, the real world, particularly the real world
of the coming century, does not and will not work this way.  Our heroes are not defined by how well they
answered canned questions or what they scored on their SATs precisely because these outcomes do not
determine success in real-world situations.  The real revolution in education and training, if it comes, will be
overtly switching our priority from the skills of giving answers to the skills of finding new questions.

Questions are waypoints on the path of wisdom.  Each question leads to one or more new questions or
answers.  Sometimes answers are dead ends; they don’t lead anywhere.  Questions are never dead ends. 
Every question has the inherent potential to lead to a new level of discovery, understanding, or creation,
levels that can range from the trivial to the sublime.  (Lichtman, 35 pag.)
The excitement of learning, the compelling personal drive to take one more step on the path towards wisdom, comes
when we try to solve a problem we want to solve, when we want to solve, when we see a challenge and say yes, I can
meet it.  Great teachers lead us just far enough down a path so we can challenge for ourselves. They provide us just
enough insight so we can work toward a solution that makes us, makes me want to jump up and shout out the solution
to the world, makes me want to step to the next higher level. Great teachers somehow make us want to ask the questions
that they want us to answer, overcome the challenge that they, because they are our teacher, believe we need to
overcome. (Lichtman, 20 pag.)
Wow! Worth repeating:

Great teachers lead us just far enough down a path so we can challenge for ourselves.

Great teachers somehow make us want to ask the questions that they want us to answer, overcome
the challenge that they, because they are our teacher, believe we need to overcome.

When people really want to learn something, they ask questions. They ask questions to become skilled in things they
don’t know. Questions can and have been used for a wide variety of educational purposes: reviewing previously read or
studied material; diagnosing student abilities, preferences, and attitudes; stimulating critical thinking; managing student
behavior; probing student thought process; stirring creative thinking; personalizing the curriculum; motivating students;
and assessing student knowledge.
One of the first directions for improving the quality of classroom questions was determining the intellectual level of
teacher questions. Broadly conceived, content-or subject-related questions were grouped into two cognitive categories:
lower order, for memory, rote, and simple recall; higher order, for more demanding and exacting thinking. The
preponderance of lower-order questions was troublesome to educators, for it contradicted the notion of a thoughtful
classroom, promoting important if not profound student insights. There are kinds of questioning according to blooms
Taxonomy and according to our classmate the fourth reporters. They are the following:
1. Knowledge: Requires that students recognize or recall information. Remembering is the key intellectual
activity. (define, recall, memorize, name, duplicate, label, review, list, order, recognize, repeat, reproduce,
state)
 2. Comprehension: Requires that students demonstrate sufficient understanding to organize and arrange material
mentally; demands a personal grasp of the material. (translate, explain, classify, compare, contrast, describe,
discuss, express, restate in other words, review, se lect)
1. Application: Requires that students apply information, demonstrate principles or rules, and use what was
learned. Many, but not all, educators believe that this is the first of the higher-level thought processes. (apply,
classify, solve, use, show, diagram, demonstrate, record, translate, illustrate, choose, dramatize, employ,
operate, practice, schedule, sketch, write)
2. Analysis: Educators agree that this and all the following categories require higher-level thinking skills.
Analysis requires students to identify reasons, uncover evidence, and reach conclusions. (identify motives and
causes, draw conclusions, determine evidence, support, analyze, deduce, categorize, compare, contrast,
criticize, differentiate, justify, distinguish, examine, experiment)
3. Synthesis: Requires that students perform original and creative thinking. Often many potential answers are
possible. (write or arrange an original composition, essay or story, make predictions, solve problems in an
original way, design a new invention, arrange, assemble, collect, compose, construct, create, design, develop,
formulate, manage, organize, plan)
4. Evaluation: Requires that students judge the merit of an idea, solution to a problem, or an aesthetic work.
These questions might also solicit an informed opinion on an issue. (judge, value, evaluate, appraise, argue,
assess, attach, choose, compare, defend, estimate, rate, select)
Also, there are five basic types of questions. Here are the following:
1. Factual – Soliciting reasonably simple, straight forward answers based on obvious facts or awareness. These
are usually at the lowest level of cognitive or affective processes and answers are frequently either right or
wrong.
2. Convergent – Answers to these types of questions are usually within a very finite range of acceptable
accuracy. These may be at several different levels of cognition — comprehension, application, analysis, or
ones where the answerer makes inferences or conjectures based on personal awareness, or on material read,
presented or known.
3. Divergent – These questions allow students to explore different avenues and create many different variations
and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or
arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. These
types of questions often require students to analyze, synthesize, or evaluate a knowledge base and then project
or predict different outcomes.
4. Answering divergent questions may be aided by higher levels of affective functions. Answers to these types of
questions generally fall into a wide range of acceptability. Often correctness is determined subjectively based
on the possibility or probability. Frequently the intention of these types of divergent questions is to stimulate
imaginative and creative thought, or investigate cause and effect relationships, or provoke deeper thought or
extensive investigations. And, one needs to be prepared for the fact that there may not be right or definitely
correct answers to these questions.
5. Evaluative – These types of questions usually require sophisticated levels of cognitive and/or emotional
judgment. In attempting to answer evaluative questions, students may be combining multiple logical and/or
affective thinking process, or comparative frameworks. Often an answer is analyzed at multiple levels and
from different perspectives before the answerer arrives at newly synthesized information or conclusions.
6. Combinations – These are questions that blend any combination of the above.

9. Reflection On Creative Thinking

890 Words4 Pages
The purpose of this activity was to serve as a first day get-to-know-you exercise that would integrate math skills that the
students already know into creative thinking about how they can apply those skills. The students have an opportunity to
open up about defining information that they normally might not, given the restraint that it has to be quantitative. It also
allows them to experience an aspect of math that they may not have considered before: exploration. It gets them to use
backwards thinking to solidify their grasp on basic operations, order of operations, and fractions by implementing SMPs
#2, #4, and #7. The lesson was an overall success in the classroom, and although not everything went according to plan, I
think the adjustments that need to be made are clear upon reflection. The main concept from our Foundations class that I
utilized was student centered learning, which showed itself in a number of ways. A large amount of the work was up to the
students to figure out after my brief and minimal example walkthrough. It was important for this task in particular that I
didn’t push them too much in any direction, as it would taint the creative process that was such a central element.

Creativity for me is the capacity of the human being’s imagination that is able to regenerate different concepts
and ideas using thoughts, enthusiasm and our inner curiosity to come up with images and ideas that can be
brought to live. Having an open mind with a lot of curiosity can help the mind analyze one’s passed
experiences as well as current experiences forming and creating originality coming up with new ideas that
creates creativity. Not only does creativity use past and present ideas it also gathers information that one may
have encountered once in their life that may or may have not had too much importance at that time that may
serve a purpose in thinking which will create new ideas with originality making one creative.

When one finds a motivation where to be creative such as a party, project, or anything that requires being
creative motivation is involved. The more motivated one is, the better one is to create something and the more
successful the ideas may become. When one lacks motivation it is a bit more challenging to come up with
ideas that could potentially be a great idea for forming something that can be brought to live. When one is
motivated one tries their best to see what can work best and start to really think of the best outcome that can
work for that situation. For example, a party will be a great example since parties require a lot of planning to be
able to create all the decorations. One can think of a theme and in order to have ideas of what decorations can
go with the theme one needs to have an open-mind full of ideas that require a lot of thinking. After deciding
what decorations will fit the party theme, one can start to use their creativity to bring those ideas to life to show
their creativity to the world.

10.Team Teaching

Advantages, Disadvantages
Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of
students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans,
teach students, and evaluate the results. They share insights, argue with one another, and perhaps even challenge
students to decide which approach is better.

Teams can be single-discipline, interdisciplinary, or school-within-a-school teams that meet with a common set of
students over an extended period of time. New teachers may be paired with veteran teachers. Innovations are
encouraged, and modifications in class size, location, and time are permitted. Different personalities, voices, values, and
approaches spark interest, keep attention, and prevent boredom.
The team-teaching approach allows for more interaction between teachers and students. Faculty evaluate students on
their achievement of the learning goals; students evaluate faculty members on their teaching proficiency. Emphasis is
on student and faculty growth, balancing initiative and shared responsibility, specialization and broadening horizons,
the clear and interesting presentation of content and student development, democratic participation and common
expectations, and cognitive, affective, and behavioral outcomes. This combination of analysis, synthesis, critical
thinking, and practical applications can be done on all levels of education, from kindergarten through graduate school.

Working as a team, teachers model respect for differences, interdependence, and conflict-resolution skills. Team
members together set the course goals and content, select common materials such as texts and films, and develop
tests and final examinations for all students. They set the sequence of topics and supplemental materials. They also
give their own interpretations of the materials and use their own teaching styles. The greater the agreement on
common objectives and interests, the more likely that teaching will be interdependent and coordinated.

Teaching periods can be scheduled side by side or consecutively. For example, teachers of two similar classes may
team up during the same or adjacent periods so that each teacher may focus on that phase of the course that he or
she can best handle. Students can sometimes meet all together, sometimes in small groups supervised by individual
teachers or teaching assistants, or they can work singly or together on projects in the library, laboratory, or fieldwork.
Teachers can be at different sites, linked by video-conferencing, satellites, or the Internet.

Breaking out of the taken-for-granted single-subject, single-course, single-teacher pattern encourages other
innovations and experiments. For example, students can be split along or across lines of sex, age, culture, or other
interests, then recombined to stimulate reflection. Remedial programs and honors sections provide other attractive
opportunities to make available appropriate and effective curricula for students with special needs or interests. They
can address different study skills and learning techniques. Team teaching can also offset the danger of imposing ideas,
values, and mindsets on minorities or less powerful ethnic groups. Teachers of different backgrounds can culturally
enrich one another and students.

Advantages
Students do not all learn at the same rate. Periods of equal length are not appropriate for all learning situations.
Educators are no longer dealing primarily with top-down transmission of the tried and true by the mature and
experienced teacher to the young, immature, and inexperienced pupil in the single-subject classroom. Schools are
moving toward the inclusion of another whole dimension of learning: the lateral transmission to every sentient member
of society of what has just been discovered, invented, created, manufactured, or marketed. For this, team members with
different areas of expertise are invaluable.

Of course, team teaching is not the only answer to all problems plaguing teachers, students, and administrators. It
requires planning, skilled management, willingness to risk change and even failure, humility, open-mindedness,
imagination, and creativity. But the results are worth it.
Teamwork improves the quality of teaching as various experts approach the same topic from different angles: theory
and practice, past and present, different genders or ethnic backgrounds. Teacher strengths are combined and weaknesses
are remedied. Poor teachers can be observed, critiqued, and improved by the other team members in a nonthreatening,
supportive context. The evaluation done by a team of teachers will be more insightful and balanced than the
introspection and self-evaluation of an individual teacher.

Working in teams spreads responsibility, encourages creativity, deepens friendships, and builds community among
teachers. Teachers complement one another. They share insights, propose new approaches, and challenge assumptions.
They learn new perspectives and insights, techniques and values from watching one another. Students enter into
conversations between them as they debate, disagree with premises or conclusions, raise new questions, and point out
consequences. Contrasting viewpoints encourage more active class participation and independent thinking from
students, especially if there is team balance for gender, race, culture, and age. Team teaching is particularly effective
with older and underprepared students when it moves beyond communicating facts to tap into their life experience.

The team cuts teaching burdens and boosts morale. The presence of another teacher reduces student-teacher personality
problems. In an emergency one team member can attend to the problem while the class goes on. Sharing in decision-
making bolsters self-confidence. As teachers see the quality of teaching and learning improve, their self-esteem and
happiness grow. This aids in recruiting and keeping faculty.

Disadvantages
Team teaching is not always successful. Some teachers are rigid personality types or may be wedded to a single
method. Some simply dislike the other teachers on the team. Some do not want to risk humiliation and discouragement
at possible failures. Some fear they will be expected to do more work for the same salary. Others are unwilling to share
the spotlight or their pet ideas or to lose total control.

Team teaching makes more demands on time and energy. Members must arrange mutually agreeable times for planning
and evaluation. Discussions can be draining and group decisions take longer. Rethinking the courses to accommodate
the team-teaching method is often inconvenient.

11. STRATEGIES AND TEACHING TECHNIQUES

REFLECTION

Chapter two unveiled the corresponding definitions of approach, method, and techniques. It was said
that an approach gives rise to method, while method includes techniques. The teaching approaches of the
subjects in K to 12 Curriculum were stated in section 5 of the Enhanced Basic Education Act of 2013
namely, learner – centered, inclusive, developmentally appropriate, relevant and responsive, research –
based, culture sensitive, contextualized and global, constructivist, inquiry – based, reflective, collaborative,
integrative, mother tongue – based, spiral progression, and lastly flexible, indigenized and localized. These
following approaches were accompanied with explanation that brought the discussion even more
understandable. Furthermore, this chapter acquainted the us with different methods of teaching. Thus, we
have direct method where teacher dominates the classroom; the indirect method which defined as teacher
synthesize what the students had been shared to connect it to the lesson that leads to generalization. The
next method is, deductive meaning to say the lesson begins with the generalization and ends with examples
and rules. Lastly, is the inductive method and was called to be the total opposite of deductive method, then
inductive method starts with rules and examples down to generalization. Also, the chapter unfolded where
the effectiveness of a method relies upon. Then, it was said that teacher’s readiness, learner’s readiness,
nature of the subject matter, and time allotment were considered to be the contributing factors to have an
effective efficacy to both of the learners and teacher.

“A thousand teacher, a thousand of methods.” This quotation was one of the learnings that I have
gained during digging and exploring deeper in this chapter. It conveys that we totally differ from each other,
and we certainly vary our approach, methods and techniques when we are teaching and upon knowing those
three, I realized that they would be able to help me to make the instruction easier and the student would be
able to absorb knowledge so quick. Also, I learned the various approaches that were cited in EBE Act of
2013, where these approaches have their own respective role when they are utilized and are so helpful that
we can consider being the leaning shoulder of teachers to make their instruction potent and effective.
Furthermore, I was acquainted with the different methods, and I am steady that if these methods are
supplemented in my discussions it will turn out to an effective and successful ones.

As a future teacher I will utilized these learnings especially those techniques, methods and
approaches that were given, because it helps me to make the learning processes that I will be making inside
the classroom easier to the students and of course it would be a good benefit for me. I will also inculcate it in
my mind the essentialness of these contributing factors to ease the uneasiness and struggles that I’ll be
facing soon in my future profession. Furthermore, I will also help my students to even internalize these things
because all of them are applicable in any real life situations.

Teaching Approaches and Methods

            Every teacher has their own way of giving instruction to their students. A teacher uses different
methods of teaching in different ways. Teaching approach is a set of principles, beliefs or ideas about the
nature of learning which is translated into the classroom. Teaching method is an overall plan for systematic
presentation of lesson based upon a selected approach. Teaching technique is a well defined procedure
used to accomplish a specific activity or task. Approach, method ad technique, helps the teacher to make the
presentation of the lesson a well – organized and effective. This will also help the students to understand the
lesson easier. And of course, planning on strategies and methodologies to be used is a great help in
achieving the intended learning outcomes.
            The DepEd’s K to 12 Curriculum used different teaching approaches in developing the enhanced
basic education curriculum. The K to 12 Curriculum was developed along the following standards and
principles: learner – centred, inclusive, developmentally appropriate, relevant and responsive, research –
based, culture – sensitive, contextualized and global, constructivist, inquiry – based, collaborative,
integrative, mother tongue – based, spiral progression, flexible, indigenized and localized. Using these
different teaching approaches, the lesson wouldn’t be that much difficult for students.
            There are different methods of teaching: the direct and indirect instruction, and the deductive and
inductive method. In direct instruction, it is teacher dominated. The teacher is the only one talking in front.
There is no interaction with the learners. On the other hand, in indirect instruction the teacher gives
instruction to students and let the student do the rest. The teacher guides the student on what should be
done. In deductive method of teaching, the teacher begins the lesson with a generalization, a rule, a
definition and end with examples and illustration and with what is concrete and with details and ends with 
the students giving generalization, abstraction or conclusion.
            In teaching profession, planning or deciding on strategies, techniques, and methods to be utilized is
not easy. As a student, I always encounter different methods in presenting a lesson. I have realized that the
more methods used, the easier the lesson to be understood. Being a future teacher, the choice of my
teaching method and technique has the learner as my primary consideration. I know that learners are unique
in their own way. I must consider their nature, abilities, how they learn, their multiple intelligences, needs,
concerns, interests, feelings, home and educational background. School is their second home and I must
consider myself as their second parents. Teaching is for all students regardless of origin, socio-economic
background, gender, ability, and nationality. In an inclusive classroom, everyone feels he or she belongs. As
a facilitator of learning, in giving tasks on activities to learners, I should level it within their developmental
stages. Another one is that I should make my teaching meaningful. It would be meaningful if I relate the
lessons to the students’ daily experiences. It would be easier for them to understand our lesson. Every
student differs from one another. A teacher knows diversity of cultures of students. A teacher views all
learners as unique individuals. As a teacher, I should possess these qualities of being understandable and
empathetic. Students learn more when I help them connect lessons to their prior knowledge. Collaborative
approach is one of the most helpful ways of teaching – learning processes. This enables the students and
the teachers work together to learn together. By doing this approach I could make a strong bond with my
students. Another effective and meaningful way of teaching is by integrating the lesson with real life. Using
an integrative way of teaching my students can connect the lesson to their real life situation.

            Which is the best method? For me, there is no such thing as the best method. No matter what
method you used, the effectiveness still depends on you – on how you handle it. The best methods are those
which work, effective and able to achieve desired outcome.

12. Strategies and Techniques in Teaching: Plans for Obtaining Optimum Results

In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning
strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has
to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather
make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009.
This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the
classroom. It is only then that teachers can learn and advance themselves.

Personal Reflection
        Through exploring these various reading strategies I have learned that there is no right or wrong approach to
teaching reading.  The real key is that as a reading teacher I need to get to know my students and their needs and find
out what approaches best fit their needs and leaning styles. I also understand that I need to take into consideration the
philosophy of the school and my own philosophy of teaching reading in order to reach all of my students.  Using all
of the resources that I have learned through completing my degree as a reading and writing specialist and exploring
the resources at my school will be key factors in maximizing my instruction and options for my students.
    Using data to drive instruction is also a key to student success.  At the school where I teach we use a multitude of
standard assessments to drive instruction and gauge student learning.  In grade K-3 we use the STAR assessment and
the derivential reading assessment to figure out how to plan lessons that will meet the needs of students.  We also look
at cumulative data to see where the students are gaining ground and where they might have plateaued.  In grade 4-8
we predominantly use the STAR reading assessment to provide personalized instruction for our students.  
    Through my exploration of these six reading strategies I have learned that in many cases it will be important for me
to combine multiple delivery methods in my class.  For example if a student is struggling and I am using a Basal
Reading program, I might also need to combine an intervention of Read Naturally 30 minutes 2 times per week to get
help the student grow adequately with reading comprehension and fluency.  Technology based reading strategies
might be used the other way as well with students who are reading above grade level and are in need of a challenge.
As I teacher I have the responsibility to make sure that they are still making growth and progress even if they are
above grade level.  Programs such as KHAN Academy and TeD Ed offer programs for students and teachers so that
students can challenge themselves while also working independently and at their own pace.  Teachers can monitor
student growth and development as well through these technology based programs. 
    Reading instruction and delivery methods can sometimes be a matter to trial and error.  As teachers assess their
students they also need to evaluate their own practices and gauge what strategies work for their students.  If a strategy
seems to be working than stick with it, if students are not showing growth and progress through a specific approach
than it is the responsibility of the teacher to work to find the best delivery method for the students.

13. USING MARUNGKO APPROACH IN BEGINNING READING

Ms. Danah Mae L. De Belen | Teacher III | San Pablo Elementary School | Dinalupihan, Bataan 03 July
2017 03 July 2017
Beginning reading is important in Grade One. When a learner enters school, it is the teacher’s role
and responsibility to provide, plan and teach effective reading program that will enable the learner to become
a skillful reader.

Ideally, learners will develop their reading skills gradually. Teachers should be aware of the learner’s
reading level from pre-reader, emergent reader, early reader, developing reader, early fluent reader and
independent reader.  A number of reading approaches are available and teachers should provide a rich and
varied literacy environment that includes interested reading material, displays and engaging multimedia
resources that reflect the diversity of the learner’s learning styles and are suited to the learner’s reading
level.

            The Marungko Approach is designed to equip Grade One pupils the necessary reading skills to
improve their achievement in reading. Likewise, it seeks to develop a trainingmodel to enhance teachers’
competence in the teaching of reading in the primary grades most especially in Grade One. The goal of this
strategy in reading is to enable grade one pupils to instill in their minds to appreciate the songs and poems
created for Filipino children and eventually to communicate in written and oral forms through effective
reading instruction.     
            The Marungko approach provides materials to the success in teaching reading. It starts with letter
sounds rather than name. Certain comical stories of letter to signify its sound are being introduced.   Instead
of the usual arrangement (order) of letters in the alphabet, it starts with m, s, a, I, o…
            The sequence of letters in the MTB-MLE of the K to 12 Curriculum for Grade One is almost similar to
that of the Marungko Approach. Considering that there is no single reading material available for Grade One
pupils, it is of great help to design and craft a sole reading material for the learners that will serve as a
gateway to improve pupil’s reading skills, thus leading to the betterment of the teaching and learning
progression.  

This CI Based Action Research proved that pupils can learn more in acomprehensive and repetitive way of
teaching rather than by giving them away a lessontoday and another lessons on the next day.Based on the
result of the reading test conducted by the researcher it was foundout that extensive reading activity using
the Marungko Approach and with the aid of theteacher made reading materials, big books, and one on one
intervention can be of greathelp to improve the reading performance of the pupils who were not able to read
printedsymbols on the
passage. As a kindergarten teacher holding and molding the minds of the young ones Ishould always
remember and refer all my actions to this CI based Action Research forhere in this paper I learned much
from my pupils. Each one is unique and each oneneeds special attention for them to be able to learn and be
prepared for the next step oftheir life.The Voice of the Customers is far more valuable if we want to have a
onehundred percent of learners full of wisdom inside our class. Let us always rememberthat no one should
be left behind what one can learn must also be learned by theothers. Maybe not on the same process but in
the end one can join the others wavinggoodbye to you as their Kindergarten teacher and saying hello to the
Grade I teachers
with at peace in mind that you’ve done your best and the pupils entering the doorstep of
the Grade I are all ready and can always compete in terms of reading

14. 4AS MODEL TEACHING

The action research anchored on the continuous improvement methodologies that encompass three
phases: Assess, Analyze, and Act, which aimed to establish and improve the teaching and reading process
for struggling readers in 10 sections of Grade 7. Using the concurrent mixed-method design, the students
were given a post-assessment reading inventory after determining their instructional and independent levels
using the standardized Mac Ginitie Reading Test. Focus group discussion was conducted to transcribed the
needs and wants of the students. Using the 4A Model instructional strategies in reading, the findings yielded
an increase of 13.98% in the instructional and independent levels in the reading tests for grade 7 students. It
was also disclosed that reading teachers found a pleasant disposition in teaching very important to make
struggling readers open-up and ask questions without hesitation. Moreover, listening to the voice of the
struggling readers helps in improving the reading process; introducing clear and attainable goals for every
reading lesson; making reading process purposeful and more meaningful. The provision of appropriate
instructional reading materials to the level of the students and applying guided instructional learning
strategies foster an engaging learning experience. It is recommended that current teaching and reading
process must continuously implemented focusing on students' need and enhance reading teachers'
instructional strategies, time management and improve instructional materials in the classroom.

Recommendations
Teachers, by its nature, should be appropriate for maximizing the impact of a reading
program in the classroom and designing innovative pedagogical approach mainstreaming the
21st-century skills, engaging environment, and empowered quality teaching practices aligned
with the goals of the curriculum maximizing student educational outcomes
Recommendations
Teachers, by its nature, should be appropriate for maximizing the impact of a reading
program in the classroom and designing innovative pedagogical approach mainstreaming the
21st-century skills, engaging environment, and empowered quality teaching practices aligned
with the goals of the curriculum maximizing student educational outcomes
Recommendations

Teachers, by its nature, should be appropriate for maximizing the impact of a reading

program in the classroom and designing innovative pedagogical approach mainstreaming the

21st-century skills, engaging environment, and empowered quality teaching practices aligned

with the goals of the curriculum maximizing student educational outcomes

1. Teachers should show enthusiasm and ensure quality of delivery in utilizing the 4A
model and provide any available reading materials needed to facilitate reading class.

2. The period of the study in using the ABRC kit instructional materials must be

incorporated throughout the school year to complement the content and performance

standards set for grade 7 English competencies.

3. Provide ample time to expose students on reading program and establish time

management in planning teaching and reading intervention for struggling readers.

4. Set classroom ground rules in teaching-reading program that motivate students to

response to the intervention

5. Students must develop intrinsic motivation to be proactive in teaching and reading

program instructions given by the reading teachers.

6. Provide consistent timely monitoring on teaching and reading program and students

learning progress.

15. Conceptual Framework In Teaching

This conceptual framework is designed to represent the five central components that guide our department’s
commitment to supporting current and former students, the university, and the extended community. The pursuit
of Knowledge sits atop the framework and includes our passion for and engagement in teaching and learning,
research-based practices, social and historical foundations, and education policy. Purpose drives our decision-making
processes, including recruiting faculty, staff, and students who demonstrate caring dispositions and a desire to
establish lasting relationships built on equity and social justice through education, service, and community
engagement, all of which support the university’s motto of Pro Humanitate (For Humanity). At the root of this
purpose, our framework is grounded in three areas: engagement, experience, and leadership. We strive to find
multiple, diverse methods of Engagement for our undergraduate and graduate students, emerging teacher leaders,
and career professionals and alumni. Much of our student engagement is explored through varied forms of
professional Experience, including placements and positions in classrooms, schools, and school districts as well as as
opportunities within numerous local, national, and international organizations. As our students and graduates mature
and grow, they find themselves well positioned and prepared to become experts and leaders in their field, including
but not limited to positions in teacher, school, community, and public policy Leadership.

16. FULLER APPROACH

Reading is one of the foundations of success. To help our teachers be the teacher that molds our students to
be a better reader

The fuller is a combination of the alphabet, phonics and whole methods of teaching word recognition. The
technique requires that the beginning reader should have first the ff: Mastery of the names and shapes of the
letters of the alphabet. Adequate vocabulary so that the words used in the Fuller lessons will have meaning
for the reader. The examples given should start with a single consonant.

17. Teaching Reading Readiness through PVOSBM

Learning to read is anything but natural, in fact, it does not develop incidentally, it requires human
intervention and context. It is also an essential part of basic education. Teaching of beginning reading is of
supreme importance, that is why , Grade 1 to 3 are critical in the child’s learning cycle. At this age, the
fundamentals for literacy have to be established and the start of a reading habit developed. For many
children, reading must be taught explicitly and systematically, one small step at a time.
Beginning reading is the solid foundation on which almost all subsequent learning takes place and all
children need this foundation. Over the years, many approaches, strategies, methods and techniques to
teaching beginning reading have been developed. Success or failure of the approaches depended upon the
ability of the teachers to execute or utilize them. According to Durkin’s Theory, when a child is taught a little,
then she/he is ready for a little more, it depends on the child’s ability to respond to a specific method of
teaching.

As parents and teachers, we often wonder if our children are on track for reading. It is a common belief
that once a child has learned letter names and their corresponding sounds that he must be ready to
learn to read. This can be true, but not always. There are many, many more signs we can refer to when
trying to determine reading readiness.

Four Competencies to Determine Reading Readiness

1. Social Development – Social development is important to reading because children need to

know how to take turns, cooperate, and develop self-control before learning to read. This is
because a large part of reading instruction involves activities and short discussions where a child
needs to have such skills.
2. Emotional Development – Before learning to read, children need to have a good self-concept
and an understanding of how they fit into their world.
3. Physical Development – Children need to have strong bodies that can support sitting, since
that tends to be the preferred position for reading a book. Children also need to have the fine
motor skills that accompany writing and page turning.
4. Cognitive Development – In the case of reading readiness, children need to have a cognitive
level where they can both visually and auditorily discriminate between letter shapes and different
letter sounds. Visual discrimination includes the ability to see likeness and differences among
letter, such as being able to differentiate between the letters L and T, a and o, or 6 and
9. Auditory discrimination means that a child can hear the difference between /f/ and /v/
sounds, or they can hear the difference in ending in the words ‘cap’ and ‘cat’.
10 Signs of Reading Readiness

The importance of a child’s overall development is not mistakenly very, very important to a child’s
success in learning how to read. In fact, if you have a struggling reader, it could be due to the lack of
social, emotional, physical or cognitive development, or the lack of one of the following:

1. Your child has an interest. Not even the best reading programs, even those designed
specifically to an individual child, can replace an interest in learning to read.
2. Your child likes to retell stories. Have you ever noticed your child “reading” a familiar book by
reciting memorized words? That is a good thing. So is making up stories during pretend play.
3. Your child can read her own name. Children are naturally drawn to their names, and once
they get to the point where they can read their own name and differentiate it among others in a
group, you child is getting closer to learning how to read.
4. Your child can play with language by making rhymes. Rhyming is one of the first indicators
of reading readiness. This is because much of phonics instruction deals with manipulating
language, which also relates heavily to writing.
5. Your child knows how to handle a book properly. This means that when offered a book,
your child can find the cover and hold it right-side-up. It also means that they understand books
are read from left to right and that we only turn one page at a time.
6. Your child understands that text has meaning. After all, that is the purpose of reading, to
gain information. An example of this would be if a child saw his name written out he understands
that name refers to him, and not his friend, or his favorite snack.
7. Your child can recite the alphabet. Whether it’s singing the ABC song or just saying each
letter from memory, knowing the alphabet is an important step toward reading readiness.
8. Your child can identify and name some or all the letters. This is important because
individual letters make up words to be read and written.
 9. Your child can correspond some or all letters to their correct sounds. This is necessary for
decoding, the act of sounding out words.
10. Your child can echo a simple text that is read to them. Doing so demonstrates the child’s
understanding of one to one correspondence in reading, that each word on a page corresponds
to a word that is read.
I believe with every teaching fiber in me that we need to  follow the lead of our kids , especially when they
are young. Our kids will let us know when they are ready to read AND there are things we can teach them to
help prepare them along the way. While I’m listing these 5 reading readiness signs separately, they really
do all work together to help beginning readers. Let’s explore together. {You can find more resources for
reading readiness at The Measured Mom .}

1. YOUR CHILD IS INTERESTED

For me, interest is KEY. So much so, that I put is as #1. If your child isn’t ready, he will let you know! BUT,
I would also encourage you not to give up. Continue reading with your child, purchase  toys that feature the
alphabet  or math concepts, make it as meaningful as possible , or make a big deal about your child’s name
{especially that beginning letter}.

If your child is fighting you, don’t make learning a question and answer session, where you  “grill” your
child, “What’s that letter?” or “What rhymes with bat?” Live it. Show it. Read it. Integrate literacy into your
every day. Sneak it in whenever possible.

And whatever you do, don’t compare your reluctant learner to a sibling or another child. Oh, such a trap this
is! Every child is different. That’s the beauty {and sometimes frustration} of it.

2. YOUR CHILD CAN REMEMBER & RETELL SIMPLE STORIES

Do you ever catch your child “reading” a story you’ve read to him? Does your child answer simple questions
about stories as you read her? This is an important skill needed for reading, too.

Quality literature is vitally important. While we do have the occasional TV character book, this is not what
fills our shelves. We have several quality book lists: Our Favorite Books {5-day series}, Letter of the Week
Book Lists, and Rhyming Books for Kids.

19. SUPERVISED STUDY LESSON

This supervised study lesson is one whose primary objective is to teach learners how to study a given

subject effectively under the direction and guidance of the teacher. The teacher gives the defined direction in

relation to steps, methods and strategies and supervises the learning process. It is interesting to note that

under the supervised study scheme, the learners are taught the techniques of learning while the teacher acts

as a guide in the various steps and procedure in the classroom.

Importance of Supervised Study

The importances of supervised studies in college level are:

 The observation that a number of failures and dropouts in school are due to poor study habits. Some

students just memorize facts and information without understanding them. Others just waste time because of

lack of concentration on the learning tasks.

 Many hours especially in the rural and slum areas do not have adequate lighting. The learning

condition is not conducive to learning. The learners should be guided on their school activities every day.

 Slow learners need motivation, guidance and supervised study.

Types of Supervised Study Lessons

As already mentioned, the primary purpose of supervised study is to teach the learners how to study their

lesson effectively. There are different types of supervised study lessons that are found to be effective.

Group Study

At the outset, the group is first supervised by the teacher on their learning tasks. When they have learned

and developed the study habits, they can study at their own. Under the group study, the teacher should be

alert and observant to identify the bright learners from the slow ones and provide some provisions.

Study with Printed Materials

Examples: books, manuals and other printed materials and people. Studying is always associated with book

learning and printed educational materials. Study can also be derived with people instead of books as

resource persons.

Programmed Instruction

This is a method of independent study where it makes use of programmed lessons, textbooks and machines.

Science Laboratories

Laboratory learning tasks are always supervised by the teacher. The teacher should always be on guard

while the learners are busy working in the laboratory.

The Library-Study Plan

This supervised study has two phases - a semi-library study-hall, all learners from all classes study here and

make use of reference materials; while the department study, learners get assistance from the department

concern. A student who is weak in Math may go to Math department and seek help there.

The Study Period

This type of supervised study takes place in a regular classroom, a special study room, in the audio-visual

room or in a small portion of the library under the supervision of the teacher. The learners are kept busy

doing their assigned learning activities. The teacher should be ready to give assistance at any time when

needed.

The success of the supervised study depends to a large extent on the abilities of the teacher who will train

and guide the learners on how to study effectively. There are few guidelines that should be observed. The

physical setting should be free from any form of distractions. All the necessary teaching aids and materials

should be readily available. The purpose of the learning activity should be clear and understood by the

learners. The time for supervised study should be used profitably. The teacher should supervise the children

while they are working.

20. DEVELOPMENT LESSON

The development lesson is type of something to be learned in which a new idea is presented and developed.

It may be a concept, a principle, a theory, a skill or a generalization. The distinguishing characteristic of the

development lesson is the novel idea which the class has not known yet and the interest and enthusiasm of

the learners.

There are two types of development lesson - the formal and informal. The formal development lesson utilizes

deductive and inductive methods; while the informal development lesson does not use any particular method

with definite steps. It usually uses the question and answer method or the conversational approach. The

development method follows a certain procedure where the learners undergo the prescribed learning steps

and processes in order to arrive in some insight and understanding, analysis, interpretation and

generalization. It may also be noted that many lessons in the primary grades are of informal development

type.
 There are certain steps to be observed in the informal development lesson. These are:

 Preparation: This stage consists of the cognitive and motivational aspects of the lesson where the

teacher usually reviews or recalls facts or information and experiences related to the new lesson. This is the

step where the mental set of the learners for the new learning experience is established.

 Presentation: The teacher directs the learner's learning activities by way of presenting motivational

questions, coupled with teaching aids, and leading the class to examine, analyze, compare, contrast and

generalize. It is very important that the teacher makes the pupils/students aware of the subject matter to be

learned.

 Application: This is the stage to determine whether the learners have learned or not. If the teacher

cannot correlate facts, concepts or events in meaningful experiences, or they cannot even apply or make

use of what was supposed to be learned or applied a simple rule in solving simple mathematical exercises,

the inference is that no learning occurred.

Learning is facilitated when the developmental procedure and steps are used well. There are conditions

necessary to have a good development lesson and these are:

 Mastery of the subject matter by the teacher: The teacher should carefully plan, organize and

execute the subject matter. He should be aware of the experiences and the learning activities that must be

included in the lesson. The types of questions should also be considered.

 Recall of previous experiences that have direct learning on the new lesson: Inasmuch as the

apperceptive basis is important in determining the mindset of the learner, this step should be planned and

executed with utmost care.

 The teacher's clear picture of what is to be perceived, presented, executed and developed. The use

of various teaching aids and devices and the means of communication are very important. The teacher

should also adjust the use of words, vocabulary, and teaching materials that are suited for the age of the

learners.

There are certain strengths observed in the use of development lesson. The rule or principle that is taught is

better understood and mastered because meanings are directly experienced. Learning is facilitated because

the lesson follow steps and sequence and satisfaction are evidently felt by the learners because they do the

learning activities independently.

On the other hand, the development lesson has some weaknesses. When a rule or principle is easily

understood through reading, it is a waste of time to utilize this method. In as much as this method is under
the direction and control of the teacher, the learners may become dependent on the teacher. Besides, this

method is not effective in some subjects.

The application lesson is a type of learning instruction that gives the learners the opportunity to relate,

express and apply what they have learned. After arriving at the generalization, it is important to apply for

further analysis and verification. When a learner learns a rule in science, it has to be applied in the solution

of problems. The ability to apply a rule correctly in solving problems is the real test of what the learner has

learned.

In an application lesson, certain conditions or situations are created that will lead learners to express their

thoughts through construction or illustration of the concept, or language what they think or feel.

The application lesson is very valuable to the teacher and the learners. One can easily see if the learners

have learned based on their ability to apply principles and rules in the solution of problems. It is also easier

to determine what has been learned because results are tangible. The teacher is also stimulated and

challenged to be more creative because he has to plan and organize different forms of expression and

consequently, his ability to direct the teaching-learning process is put to a test.

The application on various expression lessons may take a variety of forms. The different ideas, facts,

principles and rules that have been taught to the learners can find outlets or manifested in any of the

following activity.

Story telling: Children enjoy listening to a story especially when the subject is about fantasy. Story telling as

teaching strategy is usually used in reading, language, history, geography, science and other subjects. After

listening to the story, they learn to speak in correct sentences and to interact with classmates.

Oral reading: Silent reading is thought learning, while oral reading is thought-sharing. Oral reading gives the

learners an opportunity to express their thoughts to other listeners.

Dramatization: This is a teaching strategy characterized by acting out a story. It utilizes language, facial

expressions, gestures and action. It can tell and dramatize a story more vividly than the printed page can

portray. Learners enjoy dramatization, because it can serve as training opportunity in training language

expression, physical grace, poise and skill. Pantomimes, operettas, pageants, puppet shows and plays are

various forms of dramatic activities.

Written composition: Writing themes not only give the learners the opportunity to express their thoughts,

sentiments and feelings, but it is also a training in grammar, correct usage and written communication.

Construction and illustration: Construction and illustration of various forms and shapes and other visual

compositions are the embodiment of thoughts. An idea or a concept may be concretized in drawing or

construction works. It also develops manual skill.

Singing: Most learners love to sing whether individually or in groups. Singing is therapeutic because it

provides emotional release. It is one way of learning language.

Creative work or composition: Any creative work done by the learner, is in effect, an example of

application. Sketching a landscape, molding a piece of plastic clay, writing a poem, or simply making a

school project are forms of creation. A class in art education may be assigned to draw any subject of interest

to the learner is an application lesson that will reveal the creative abilities of the learners.

Test: The test is in reality an application of what has been learned. The test is a manifestation of what the

learners have acquired in terms of facts and information and how effective the teaching has been.

There are certain points to be considered to have a good application lesson. These are motivation,

statement of the learning task and the necessity of information.

21.APPRECIATION LESSON

An appreciation lesson is designed to instruct the class to understand, appreciate and enjoy something. In

order to appreciate something, one must understand to enjoy. Appreciation is a combination of

understanding and enjoyment. A learner who understands and finds easy solving arithmetic problems, may

be actually enjoying it, and therefore, he appreciates it.

An appreciation lesson should focus on developing desirable values. A good appreciation lesson should help

learners to evaluate values and guide them make proper choices. Values that are experienced in individual

conduct are characterized by goodness and uprightness. These desirable values inevitably make the

learner's existence more meaningful and worth living.

The primary objective of the teacher in appreciation lesson is to plan interesting lessons that will stimulate

and induce learners to appreciate what is beautiful and worthwhile.

These can be found in literature, music, arts, religion and culture. These various areas of knowledge will

certainly provide stimulation and enjoyment when the learners understand and appreciate them.

The sources of appreciation lessons are:

Literature

Literature refers to the artistic writings worthy of being remembered. It is a body of literacy writings of a

country or period that are characterized by beauty of expressions and form and by universality of intellectual

and emotional appeal. There are several textbooks in the elementary and secondary schools that are

abundant of beautiful stories and poems that provide models of ideals, good taste and good living. The

teacher's role is to motivate and make the learners understand, appreciate and derive enjoyment from the

literary piece they read.

Music

Basically, music deals with sound. It is the art of combining and regulating sound by varying pitch to produce

compositions expressive of various ideas and emotions. Children can learn to appreciate classical music if

the teacher trains them to enjoy listening by playing recorded music or motivate them to attend concerts. The

teacher should also give the learners the opportunity to sing beautiful songs in class.

Arts

The arts are also part of man's experiences, his values, his sentiments, his ideals and his goals. They are

the expressions of his thoughts and feelings. Visits to museums, art and industrial exhibits and parks will

provide the learners to see, appreciate and enjoy the arts. The learners may gain insight and understanding

in rhythm, balance, emphasis and proportion as they view some magnificent buildings and churches. Later,

they may apply what they have seen and learned in their homes or they may be motivated to take up fine

arts and architecture.

Nature

Nature constitutes the material world especially that part unaffected by man consisting plants, animals,

geographical features or places where these exist largely free from human influence. Nature abounds in

beauty. The various colors and fragrances of flowers, the song of the birds, the cascading and babbling
sound of the brook, the splendor of the sunset, the versatile scenery of romantic spots, the majesty of a

towering mountain, the star-studded sky, the luxuriant vegetation which nature in its gayest moments

lavishes its precious and delicate caresses.

All the teacher needs to do is to encourage and induce the children to look around, observe, investigate,

record and appreciate the magnetic charm in the beauty and grandeur of nature.

Religion

Religion is a set of beliefs concerning the cause, nature, and the purpose of the universe, especially when

considered as the creation of a superhuman agency, usually involving devotional and ritual observances and

behavior, often having a code for conduct of human affairs. Religion is a human phenomenon in social which

is part of the cultural system.

Culture

Culture as a "complex" whole, includes knowledge, beliefs, art, morals, mores, folkways, and habits acquired

by man as a member of society. The teacher should critically analyze the culture of society and see the

relationship between mores/folkways and behavior and develop appreciation for those that should be

preserved. The fundamental objective of appreciation lesson is enjoyment of what is learned that is

worthwhile. The appreciation lesson should inculcate the development of right attitude, ideals and standards

to inspire the learners and enjoy the beauty of literature, music, arts and nature. Appreciation of art, literature

and music can be developed through direct experience of the learners.

22. Review Lessons

It is best to review often throughout the course to keep material fresh in students’ mind and especially
before major exams which cover a lot of topics. Reviewing will help students feel more comfortable with old
material and give you the opportunity to combine topics which may have been studied separately.
If there is a particular warm up activity that you always use to start your lessons, you can do that but there
is generally so much material to cover during a review lesson that a warm up activity is not necessary.
For certain classes a study guide may be appropriate.
In this case, provide students with a study guide which summarizes what they have learned and what will be
covered in the exams. Include the target structures and key vocabulary from each chapter and any
diagrams or maps that they should be familiar with. This does a lot to build student confidence because they
have a hard copy of what they should review and what sections of the course you feel are most important.
The study guide should include every type of question students will encounter on the exam, all directions
such as “Circle the correct answer”, and any additional material you would like them to review but may not
necessarily be on the exam. Sometimes simply the format of the exam confuses and frustrates students so
this guide will help them with that and they will be better equipped to perform well. When using a study guide
as the basis for your review lesson, ensure that it is interactive. Have students translate the vocabulary
words on the sheet, leave blanks in target structures for students to fill in, and list only the questions of a
model dialogue so students have to write down their answers. This way, the study guide can serve the
purpose of helping students with their individual review as well as structuring the review lesson. Have
students speak as often as possible throughout the lesson as the exam will most likely be a test of their
writing, listening, and reading skills.
 

Some classes may be very confident with the material on an exam or perhaps you have set aside two class
periods for review activities so, if there is time, you can conduct a Quiz Game as a fun review
activity which will take an entire thirty to forty-five minute period. To conduct this activity, prepare five
categories with five to six questions each. The categories, for example, may be “Vocabulary, Translation,
Classroom English, Answers, Questions” where students have to translate words or phrases for the first two
categories, explain or act out classroom English phrases for the third, answer questions for the fourth, and
provide the question for the answer that was provided for the fifth. For scoring you may choose to award only
one point for correct answers for the first category but five for correct answers for the fifth category. To play
have students form groups of three to five, explain the categories and scoring, choose the first category, and
the first group to correctly answer the question gets the points and is allowed to choose the next category.
The game ends when all the questions have been answered or the class ends and the group with the most
points wins. As an incentive the winners might receive a couple extra credit points on the exam or something
similar.
 

Conducting a review lesson or two before every exam will give students a better idea of what to
expect on the test and make them more confident with that material. Reviewing topics frequently
throughout the course will put less pressure on you and students in these major review lessons.
Larger writing activities allow students to draw upon all their English education to complete the exercise,
games such as the Quiz Game described above can give students a break from learning new material
halfway through the term to review what has already been covered, and short quizzes on older material can
highlight what points need special attention during a big review lesson. If students enjoyed playing a
particular game or doing a specific activity for a topic when it was introduced, conducting the same game or
activity as a review later on would be appropriate too.
There are so many methods of conducting both long and short review activities and using a variety of them
will go a long way towards assisting all your students with their English acquisition. It is important to take
time to review with students.

23. DRILL LESSON

The drill lesson is intended for automatization of certain facts, information, habits, attitudes and skills to fix

association for permanency or to perfect a certain degree a particular skill. Drills are necessary for mastery

of historical facts and information and development of skills in some subject, example: typewriting, shorthand

and mechanical activities in a vocational education laboratory. Drills are also needed for training verbal skills

as pronunciation of foreign words.

Characteristics of a Good Drill

Mere repetition will not bring mastery of certain facts and information. For repetition to be effective, it must be

within the interest and comprehension of the learners. There are certain guidelines to be observed and

followed.

Motivation

Motivation arises from the learners' interest and expressed purposes. It is necessary to arouse the learners'

sustained effort in the learning activity.

Focalization

A drill lesson requires concentration and therefore, the learners' attention should be specifically focused on

the desired habits and skills to be developed. If the teacher drills the class on correct pronunciation, he must

see to it that he pronounced the words correctly.

Repetition and Attention

The introduction of new ideas and the utilization of mechanical games are very effective in getting attention,

repetition, enjoyment and sustained interest. Games provide thrill and enjoyment and the learners will be

induced to participate.

Teaching aids and devices can also provide the much needed interest to break the monotony of repetition.

The drill should not be very long.

Application

To test whether the learners profited from the drill lesson, they must be able to apply what they have learned

in meaningful experiences.

Principles in Drill Activity

Drill activity can be effective by observing certain principles to be followed.

Utilization of the Principles of Learning

The learners should be properly motivated. They should be ready for the drill of new learning tasks with zeal

and active involvement. Reward and praise may be used to enhance performance.

Way of Conducting the Drill

In conducting a drill the teacher should organize the subject matter to be covered and develop a system that

is fast, precise and uninterrupted by any form of discussion. He should demonstrate an aura of enthusiasm

and dynamism. Paying attention to trivial and irrelevant matters should be avoided.

Standards

Attainable standards such as speed, precision, quality and accuracy are to be considered.

Drill lesson results in establishing correct habits, skills, attitudes and fixed associations. Habits are automatic

responses; an acquired behavior pattern regularly followed until it has become almost involuntary. The

teacher must develop a habit into a skill.

Drill also results in greater acquisition of knowledge, better retention of facts and information, and improved

habits of work.

24. Expository Method of Teaching ( Steps in the Expository Methods)

Characteristics of expository method of teaching
Expository teaching is a teaching strategy where the teacher presents students with the subject matter rules
and provides examples that illustrate the rules. Examples include pictorial relationships, application of
the rules, context through historical information, and prerequisite information.

Expository teaching methods are:

 Teacher-centric: teacher speaks, students occasionally answer and/or take notes. Think
stereotypes of boring teachers. Good. Now, unthink that. Expository methods can also be useful
and don’t have to be boring.
 Useful for giving students background information and facts (see Knowledge and
Comprehension levels of Bloom’s Taxonomy). It is important to scaffold student knowledge,
especially in classrooms with students of diverse backgrounds (aka every classroom).
 Not useful for deep understanding, practical application, evaluation, synthesis, or analysis,
which are better achieved by student-centric practices such as project-based learning, Socratic
questioning and seminars, or role-playing, to name a few.
The expository learning method is a way of teaching in which the teacher or instructor provides information to the
students up front, without much interaction from the student’s side, except for – sometimes – answering questions. It is
a very common method of teaching, and is mostly used when that which must be learnt is not yet known by the students
or ‘out of reach’ when students would try to discover the knowledge on their own (i.e. too ‘far-fetched’ or ‘hard’,
relatively speaking).

You often see this method in action when reading a textbook or manual, watching an instruction video or when
participating in a high school or college class
The expository instruction approaches are designed to present to students all the important information they need to be
focusing on by an expert. Learn about the definition and the characteristics of effective expository instruction, how it is
used to structure lessons in a way that optimizes learning, and why instructors often use advance organizers to help
students when introduced to a new lesson. Updated: 08/20/2021

Definition of Expository Instruction

Think about all of the videos you've watched here on Study.com. The purpose of these videos is to provide an
interesting way to learn the information you need to pass your exam. They are designed to be engaging, easy to follow,
and bite-sized in order to optimize your learning. All of the videos are examples of expository instruction. We
discussed expository instruction briefly in another lesson and defined it as the use of an expert to explain a concept or
give information to the student. The expert could be an instructor, a textbook, or an educational video, just to name a
few. On Study.com, the videos themselves could be considered experts, and the instructors that create the lessons are
also experts. In these videos and in any expository instructional scenario, there is one-way communication as the expert
provides instruction with little to no interaction with the students.
However, expository instruction goes beyond just presenting students with the facts. It involves presenting clear and
concise information in a purposeful way that allows students to easily make connections from one concept to the next.
The structure of an expository lesson helps students to stay focused on the topic at hand. Often times, when students are
discovering information on their own, they can get distracted and confused by unnecessary information and have
difficulty determining what's important. This is why expository instruction is one of the most common instructional
strategies. Most educators believe students learn new concepts and ideas better if all of the information they need to
know is laid out before them.

haracteristics of a Good Expository Approach

Think again about experts, such as teachers, textbooks, and educational videos. They could all be
considered an expert source, but they also have something else in common. The instruction you
receive from all three is typically organized so that all the information is laid out in a way that it is easily
followed. For example, think again about all of the videos you've watched here on Study.com. You
receive information from content experts. Most of the lessons provide an introduction and overview
before delving into specific information. Transitions are provided to keep you focused and lead you
through the lesson. It's common for instructors to point out relationships between the new material
and information you may already know. Once all of the new information has been presented, a
summary provides a quick review and points out the most important facts to remember.

Clearly, these videos are great examples of expository instruction! They have all of the features of great
expository instruction: an expert, an introduction, a connection to previously learned information, an
order that is easy to follow, and a summary. Let's look closer at some of these features.

First, most videos begin with an introduction and overview of the topic before providing more specific
information and detail. This expository strategy sets up the lesson and prepares the students for what's
to come. By moving from the general to the specific, it allows students to understand the increasingly
detailed explanations of the information and link those explanations to information that was presented
previously as part of the general overview.

25. METACOGNITION METHOD

What is the significance of metacognitive strategies in primary schools?

Metacognitive knowledge must be built at an early age when children are gaining their primary education
(Norman, 2016). The process of Metacognition involves a primary student's planning, monitoring, evaluating
and making changes to his individual learning behaviour. Although a typical metacognitive approach focuses
on enabling a student rather than the instructor to take control of his own learning, in metacognition, the
instructor plays an integral role in developing younger learners’ metacognitive skills. For transforming
primary students into metacognitive, self-regulated learners, the primary teachers must:
 1. Set clear objectives of learning;
2. Monitor and demonstrate students' metacognitive skills; and
3. Continually encourage and prompt their students along the way.

Metacognition is a term used for the methods that can help learners understand how they learn. In other
words, metacognition means processes created for the learners to 'think' how they 'think'. Metacognition
helps learners in becoming aware of their individual learning experiences and the activities they involve
themselves in their paths toward professional and individual growth. Some examples of metacognitive
activities include: planning how to perform a learning task, applying appropriate strategies and skills to
solve a problem, self-assessment and self-correction as a result of evaluating one's own progress toward
completing a task.

Metacognition is beneficial in student learning because it allows learners to reflect on what they know, who
they are, what they wish to know, and how they can reach that point. Reflection is an important aspect of
learning and teaching. Teachers must be reflective in their practice so that they can keep on growing,
continue to meet their students’ needs, and evaluate their own growth and skills. It is important to motivate
students to practice reflection so that they can build their individual reflective practices and develop
metacognitive skills to prepare for their future. At Structural Learning, we argue that classroom culture is a
significant driver for developing metacognitive mindsets. If talking about learning is part of your day-to-day
classroom practice then your pupils are halfway there. Developing a healthy balance of both content
knowledge and procedural knowledge is a fundamental classroom challenge. We have been helping children
develop their knowledge about cognition and how they can manage it more effectively.
Using graphic organisers would be an example of active reading strategies. These simple tools can help
children develop deeper meaning as they organise their ideas into comprehensive structures. When children
are organising their ideas, they are not simply putting information into boxes. The generative learning theory
would suggest that students are creating meaning by building comprehensive schemas. These sorts of study
strategies are not only powerful but are engaging for the learner. A cognitive strategy that scaffolds the way
children develop deeper understanding are essential for day to day classroom practice. All too often the
emphasis in a classroom is on 'getting through the curriculum', take time and give children the opportunity to
fully master a thinking strategy.

A well-practiced thinking strategy paves the way for learner independence. Many of our member schools
have been utilising the universal thinking framework as a deep-processing strategy. Self efficacy and
metacognitive strategies walk hand-in-hand. When a child becomes comfortable with a deep processing
strategy such as our mental modelling technique or the universal thinking framework, they begin to
understand how learning happens. When this sort of cognitive strategy becomes a classroom habit you
begin to see the implications for building background knowledge and metacognitive knowledge.This
reciprocal relationship becomes apparent as children build their repertoire of study strategies.

How can we use metacognitive strategies in secondary schools?

The use of metacognitive strategies in secondary schools can help enhance secondary students' critical
thinking skills, offer them new ways for organizing their thinking in educational tasks, help them distinguish
truths and lies told in the media, and teach them about the importance of a growth mindset for success in
education and life. The secondary school teachers can apply the following metacognitive strategies to help
secondary school students think about their individual thinking processes:

1. Engage secondary students in critical thinking and the metacognitive process.

 2. Demonstrate the way to use metacognitive tools to achieve a learning task.
3. Teach goal-setting in a learning situation.
4. Teach students reflective thinking in a learning situation.
5. Offer opportunities for cognitive growth and higher-level thinking.
6. Highlight the necessity of a growth mindset and how they play a critical role in the development of
cognition.
7. Use personal learning journals and reflective questions to change classroom culture.
8. Promote independent learning by equipping pupils with robust learning strategies such as graphic
organisers. 
9. Make metacognitive practices a school-wide priority.
10. Utilise the Universal Thinking Framework to help secondary school students plan their learning.

How to develop metacognitive strategies in your classroom?

Teachers can develop metacognitive skills in the classroom by offering students the opportunity to
implement metacognitive strategies at prime stages of a task. This allows students to improve both their
metacognitive abilities and self-awareness to choose an efficient thought process in the future. Somehow,
this approach is very much similar to the cycle ‘Plan, Do, Review’ which has been used by a lot of high-
performance sports teams. A useful way is to divide the strategies into the following stages:

1. Planning Before starting a Task - the mental modelling activity using writers block is a good example
of this.

Through planning before starting a task, students are able to perform their effort more efficiently. Effective
preparation involves:

1. Thinking about the same type of tasks;

2. Setting clear objectives;
3. Working out the total duration of a task through applying appropriate strategies.
4. Monitoring in the middle of a task
5. Reviewing after completing a task

After the task, students need to spend some time reflecting on what they did well and what they should do
differently in future. By doing so, students would develop, progress and learn as much as possible from the
experience.
Students do not usually pause to assess if their routine to study or learn is effective. Metacognition can help
them advance the learning process by helping them to assess what they are learning. Are they able to retain
the information? Do they need to develop strategies to improve their understanding of a topic? When a
student is metacognitive, he understands himself as a learner and then he makes strategic choices about
how to study and learn with their knowledge in mind.

Analysis
Teacher models how to read
a text while Students listen
for 3 minutes and Teacher
demonstrates how to answer the
activity while Students observe
for 3 minutes. Removed Teacher
asked motive question #1,
Getting feedback from students,
Teacher asked motive question
#2,
Getting feedback from students,
Teacher asked questions
about music listened to and
getting
feedback from students.
Abstraction
The teacher invites and guides
the student in reading along with
her for 7 minutes while
Students read along, and read
aloud. The teacher listens to the
process and corrects mistakes
while Students read and answer
the activity questions for 8
minutes, Teacher guides the
students
in answering the questions.
Removed Setting of
Instructional materials, Daily
routine (prayer,
attendance), Review Audio-
Visual Presentation, Processing
of video viewed, Backgrounding
of
the story and Author’s
Background, Vocabulary
Activity Checking of Answers,
Viewing of the
story and noting important
details of the story viewed.
Application
Teacher distributes the reading
text for 2 minutes. Students read
the text for 3 minutes.
Students answer the questions at
the end of the story for 6
minutes. The teacher provides
help,
support, and encouragement.
Removed Teacher asked a
question on a real-life
situation and
getting feedback from students.
The 4A model is a learners-
centers teaching and reading
strategies was accompanied with
the delineation of duties and
responsibilities of reading
teachers in the reproduction
and
enlargement of answer key
and, construction of structured
lesson plan. This instructional
strategies foster students’
potential to engage and able to
maximize their time in the
activities. It
also provide an avenue for the
students to collaborate with their
classmates and ignite confidence
and motivation among grade
7 struggling readers. The
enriched teaching-reading
practices
increase the engagement in a
child-friendly reading program
which improves learners’
reading
skills and performance
outcomes. The development
of a learning-centered reading
program
model capture the quality of
attributes of the reading
programs among performing
public schools
(Espedido, 2015). According
to Logatoc (2017) when
fluency increases,
comprehension
increases. Therefore,
vocabulary and
comprehension are
fundamental skills to develop
instructional and independent
readers in consonance to the
4A model in teaching-reading
process